Staffroom Catch-up: Tony Buckmaster, The Warriner School

We’ve been catching up with teachers at schools and colleges around the UK to find out how teaching with Eduqas is working for them and their learners. Tony Buckmaster, Faculty Leader at The Warriner School in North Oxfordshire, shares his experience.

Can you tell us a little about your role and department?

My name is Tony Buckmaster. I’m Faculty Leader at The Warriner School in North Oxfordshire, where I oversee several departments, as well as being subject lead for Design Technology. We’re a new team, and alongside Design Technology we’ve launched Eduqas Engineering this year.

What made you choose Eduqas as your exam board?

I had already taught Eduqas Engineering at my previous school for five years, and we really liked the course structure and support. The specification is clear, the resources are strong, and the units complement each other. One of the big advantages is that in Year 11 students all work on the same product. This makes it much easier to manage logistically and financially, and allows us to really focus on quality, accuracy, and the use of tools and processes. 

The revised specification has been excellent too, especially with Unit 1 (producing an engineered product) coming first. That gives students a real foundation they can build on in Units 2 and 3.

How have your learners responded to the Eduqas specification?

Really positively. Learners like the mix of practical work, problem solving, and the technical element of physics and maths. It’s an aspirational subject — a gateway to A levels, apprenticeships, or degree-level study. 

In class, students enjoy tackling engineering problems linked to real-world applications. They can see how forces, materials, ergonomics, and processes relate to everyday life. Because the practical element is more structured, learners can also support each other, which makes the course much more manageable than having 40+ completely different design projects.

What has been the best thing about teaching with Eduqas?

The clarity of the course and the support from Regional Support Team. Eduqas feels accessible — you’re not passed around different people, and you get quick, knowledgeable responses. Despite being a large organisation, it feels like they take their relationships with schools seriously. CPD has always been practical and hands-on, so you leave with things you can implement straight away.

What Eduqas resources have you found most useful?

The specifications and teacher guides give a really solid basis for planning. The resources on the website are easy to navigate — whether it’s past papers, teaching aids, or advice on specific topics, you can always find what you need. The engineering knowledge organisers and exemplar materials are especially useful for supporting learners and setting high standards.

Have you taken part in Eduqas CPD or Professional Learning sessions?

Yes, I’ve attended CPD since first introducing the course. The CPD sessions are always well structured and provide practical guidance, as well as the chance to meet other teachers. Importantly, Eduqas trainers are open to teacher feedback and ideas, so you feel part of shaping the course. That sense of ownership is rare, and it’s one of the reasons I rate Eduqas so highly.

What would you say to other centres considering switching to Eduqas?

I’d strongly recommend it. The structure of the courses makes them both accessible and challenging, and Eduqas provides the resources and guidance you need to get started and keep going. You never feel left on your own — they work with you to get the best out of students. The balance of practical, technical, and problem-solving elements also makes Engineering a course that really prepares students with employable skills.

What would you say to other centres considering switching to Eduqas?

Engineering already feels like a science subject in its own right. It combines practical skill with maths, physics, and innovation, which raises aspiration for learners and gives them clear pathways for the future. That’s why I’m so keen to continue building on its success here at The Warriner School.